-
Period: 469 BCE to 399 BCE
Socrates 💛
Socrates was a Greek philosopher known as the Father of Western Philosophy and modern education. His belief in admitting to one's ignorance and the realization of the potential to learn in the world in order to be an effective self-learner. He believed we can only learn once we accept that we don't already know everything. -
Period: 428 BCE to 348 BCE
Plato 💛
Plato was a Greek philosopher whose philosophy of education is based around achieving justice, both individual and social. He founded the school of thought and the Academy, which was the first institution of higher learning in Europe. He was a student of Socrates and taught Aristotle. -
Period: 384 BCE to 322 BCE
Aristotle 💛
Aristotle was an ancient Greek philosopher and scientist working in physics, chemistry, biology, zoology, botany, psychology, political theory, ethics, and much more. He invented the study of formal logic as well as studied the idea of ethical virtues and human flourishing. -
Period: to
Thomas Jefferson 💛
Thomas Jefferson proposed a system of public education that would be free for "all the free children, male and female". This bill was called "A Bill for the More General Diffusion of Knowledge" proposed in 1779. He believed that only educated citizens could make a self-government succeed and advocated for free, compulsory education for youth. -
Period: to
Industrial Revolution 🌀
During the Industrial Revolution, new training was needed due to the creation and invention of new tools, machines, technology, and mechanics. Thus, CTE expanded to new fields. The Industrial Revolution brought a new focus toward technology in CTE, thus a wider field and more training. -
Publication of Rousseau's "Emilie" 🌀
Rousseau's "Emilie" was his first major work on education. It describes an attempt to educate a pure child for life in a world from which society is estranged. Rousseau's educational theories are displayed throughout the work and aim to show his views on social and political inequality. -
Period: to
Horace Mann 💛
Horace Mann is often called the Father of the Common School due to his efforts in the Common School Movement created to ensure that every child could receive a basic education funded by local taxes. His efforts to make a unified school system included establishing a varied curriculum that could reach and connect to more students. -
Period: to
John Swett 💛
John Swett is considered the Father of the California Public School and the "Horace Mann of the Pacific". His most notable accomplishment was making the California school system free for all students. He was a key founder of the California Education Society which eventually became the California Teachers Association which set the tone for free, compulsory education across the US. -
Period: to
Ellen H. Richards 💛
Ellen H. Richards was on of the US's first female professional chemists and pioneered the field of sanitary engineering. She was "instrumental" in creating the field of home economics and created more opportunities for women in scientific education. -
Period: to
Women's Suffrage 🌀
Women's Suffrage allowed women more rights. This meant more rights to education, work, and more. The field of CTE then broadened as more women could enroll as students and eventually could teach. After Women's Suffrage, local education expenditures increased by about 13.5% within 5 years due to positively impacted enrollment rates in schools. -
Period: to
Booker T. Washington 💛
Booker T. Washington established and developed the Tuskegee Institute for the education of African Americans to develop practical skills in education. He also developed two forms of education that still exist today: adult and extension education. These programs addressed the needs of and delivered information to local farmers while increasing the production of food and fiber. This helped make farmers self-sufficient, productive contributors to society. -
Period: to
John Dewey 💛
John Dewey theory on education highlighted the importance of imagination the future and striving to learn and move forward. His goal was for teachers to provide efficient opportunities for students, engage in optimistic and inspiring potential, and to explore challenging goals. His methods of teaching are based off of "learning by doing" and learning through connection. -
Period: to
Alice P. Norton 💛
Alice P. Norton worked to provide home economics education to the community throughout New England through organization of the Sanitary Science Club. She was an editor of the "Journal of Home Economics" while also working and teaching in the home economics field. -
Morrill Act ✅
The Morrill Act provided colleges land-grants to expand on agricultural, scientific, and industrial studies and professions. -
Period: to
Martha Van Rensseleaer 💛
Martha Van Rensselaer was a founding co-director of the College of Home Economics which was later established as the New York State College of Human Ecology. She served as an educator and activist for the application of knowledge of the key aspects of homemaking to improve quality of home life, which she called "domestic science". -
Period: to
David Snedden 💛
David Snedden was a prominent advocate for the idea of "social efficiency" through educational programs based on the industrial demands of society along with the capabilities and interests of children. Snedden wrote "Administration and Educational Work of American Juvenile Reform Schools" where he presented practical educational reform of school as a model of potential improvement of the public school system. -
Period: to
Rufus Stimson 💛
Rufus Stimson was an educator that had a major influence on the field of agricultural education. He claimed that "preparation for practical farming...is the principal aim of the College (Connecticut Agricultural College)" once he became the college president. He expanded the college's property for agricultural education by purchasing a hundred-acre farm to study and installed the college's first electric lights. -
Period: to
W.E.B. DuBois 💛
W.E.B DuBois worked alongside Booker T. Washington to provide leadership for the educational and economic success of African Americans, specifically in the South. DuBois helped form the NAACP which helped end segregation in schools. DuBois strove for economic equality through education. He believed that African Americans "must have trained and educated leadership if civilized was to survive...the object of education was not to make men carpenters but to make carpenters out of men". -
Period: to
Technological Evolution 🌀
The Technological Revolution had an incredible impact on education as a whole because it could enhance the way we teach, learn, and research. Technology use allowed for deeper student engagement, boosting new skills, and allowing a new form of learning and research never seen or used before. -
Period: to
Charles A. Prosser 💛
Charles A. Prosser is known as the Father of Vocational Education and lead in the creation of the Smith-Hughes Act. Prosser's goal was to get vocational education programs in high school due to his belief that everyone can benefit from vocational education as the skills acquired could make students more independent. -
Hatch Act ✅
The Hatch Act gave state land-grants to colleges for agriculture experiments focusing on rural and farm populations, especially in the areas of soil and plant growth. -
Second Morrill Act ✅
The Second Morrill Act was aimed at former Confederate states to ensure that "race was not an admissions criterion" and granted cash rather than land to Black colleges and universities. -
Period: to
Major Dennis Mobley 💛
Major Dennis Mobley is most popular for his philosophy of Career & Technical Education. His philosophy states that vocational education must be a part of the total education program, must be available to all people must remain professional, and must include youth groups as a part of the total vocational education program. -
Period: to
World War 1 🌀
World War 1 brought the first mass acceptance of CTE. During and following WW1, career and technical education expanded to adult education. Adult education in CTE applied to both those who had not yet been educated or trained in a vocational field, but also expanded to retraining citizens to re-enter the workforce post-war. -
Smith-Lever Act ✅
The Smith-Lever Act created an extension to land-grant universities that provided further education on techniques used in home instruction. Some areas include agriculture, home economics, government, leadership, and 4H. -
Smith-Hughes Act ✅
The Smith-Hughes Act was the 1st federal vocational legislation. Focusing more on high school programs, the Smith-Hughes Act implemented a curriculum based on agriculture, home economics, and industrial education among other vocational programs. -
American Vocational Association Developed 🌀
The American Vocational Association was an association that represented, organized, and began funding for vocational education programs. The association later became the Association of Career & Technical Education (1934). -
George-Reed Act ✅
The George-Reed Act removed home economics from the industrial education in the Smith-Hughes Act and focused solely on agriculture and home economics with little funding. -
American Vocational Association becomes Association of Career & Technical Education 🌀
The American Vocational Association became the Association of Career and Technical Education in 1934. This association represented thousand of CTE students and professionals. The association worked to provide and organize CTE programs, education, jobs, and provided funding in some CTE areas. What was once known as Vocational Education was now commonly referred to as Career and Technical Education. -
George-Dean Act ✅
The George-Dean Act granted $12 million for agriculture, home economics, and industrial education, a portion of which went directly to vocational and occupational guidance. It was the first act that provided for supervisor travel, making vocational education more flexible. -
Period: to
World War 2 🌀
World War 2 caused a large increase in career and technical education. Career and technical skills were needed both for defense purposes in war, but also to be taught for those at home during war and those coming home post-war. During WW@, both teachers and students left the classroom to be enlisted in war and even further training in CTE was necessary when returning home. -
George-Barden Act ✅
Amending the George-Dean Act, the George-Barden Act provided further and more flexible funding for the same programs. Further funding could also be used for state director and vocational counselor salaries and expenses, training and work experience programs, and for out of school youth programs. -
Period: to
Civil Rights Movement 🌀
The Civil Rights Movement impacted education due to its outcome involving the Elementary and Secondary Education Act (ESEA) which led to the Every Student Succeeds Act (ESSA).The Civil rights Movement along with these acts emphasized equity in education and education policies. These movements made education more accessible and equal as well as create more education opportunities for many students. -
Sputnik 🌀
Sputnik was a satellite sent to space which successfully gave the United States more information about space, science, and engineering. The new information provided by Sputnik of course broadened our knowledge in each of these areas which could then be further taught in career and technical education for scientists and engineers. -
National Defense Education Act ✅
The National Defense Education Act made attempts to boost science, math, foreign language, and data processing studies and instruction. The act also assisted guidance counseling, testing services, and pathways to higher education while using media for educational purposes. -
Manpower Development & Training Act ✅
The Manpower Development & Training Act was the first major federal job training program. Focused on providing training for improved skills for those who are unemployed or underemployed. -
Vocational Education Act & Amendments ✅
The Vocational Education Act and Amendments basically took the place of all vocational education legislation thus far, other than the Smith-Hughes Act. The act increased funding for CTE educational programs, required that plans be reviewed and revised, introduced work study programs, and allowed for agricultural funds to be applied to research and experimental programs. Amendments to the act addressed the issues of gender equality and stereotyping in vocational education and guidance. -
Educational Amendments (Title IX) ✅
Title IX prohibits sex (including pregnancy, sexual orientation, and gender identity) discrimination in any education program or activity receiving federal financial assistance. -
Comprehensive Employment & Training Act ✅
The Comprehensive Employment & Training Act organized federal job training programs and provided grants on state and local levels. The act was made to help those who were unemployed or "economically disadvantaged". By giving the government and community the responsibility of job training, the act also sponsored youth job corps, summer work programs, and job trainings. -
Job Training Partnership Act ✅
The Job Training Partnership Act replaced the Comprehensive Employment & Training Act. It included unskilled adult workers and launched more youth-focused initiatives. The act displaced those who had lost their jobs and offered training to senior workers and homeless people. It also provided education and employment experience to youth and became the largest nationally funded training initiative. -
A Nation at Risk Report 🌀
A Nation at Risk report was presented by the Ronald Reagan administration in 1983. The report described how America's education system was failing to properly educate its students. The report called for schooling to be more rigorous and adapt to new standards. It also called for teachers to be more monitored in their preparation, abilities, and that their pay should be evaluated based on their own education and efforts. -
Carl Perkins Vocational Education Act (Perkins 1) ✅
Perkins 1 gave $950 million to support vocational education for 4 years, 57% of which went to special populations including handicapped or disadvantaged individuals, those who need training, single parents, and criminals. -
New Directions Report (AgEd) 🌀
The New Directions Report describes the new route to be taken for CTE in high schools. It describes how changing economy, societal expectations, research, and understanding about how we learn can be used to create a better CTE program in high schools. The goal of the report was to provide better CTE training so that students could explore and plan for different careers, increase academic achievement, motivate students to succeed, and establish skills for successful employment. -
Perkins Act (Perkins 2) ✅
Perkins 2 reauthorized Perkins 1 by increasing funding by $600 million and creating a new federal definition of vocational education: "organized educational programs offering a sequence of courses which are directly related to the preparation of individuals in paid or unpaid employment in current or emerging occupations requiring other than a baccalaureate or advanced degree" Perkins 2 required vocational programs to have standards and be measured. -
The Secretary's Commission of Achieving Necessary Skills (SCANS) Report 🌀
The Secretary's Commission of Achieving Necessary Skills (SCANS) Report was created to determine skills youth need to succeed in future careers. The goal was to encourage a strong economy through encouraging employment. The "necessary skills" that were monitored include reading, writing, mathematics, listening, and speaking. Among these skills, the report also suggested monitoring and testing a variety of thinking skills, personal qualities, and workplace competencies. -
School to Work Opportunities Act ✅
The School-to-Work Opportunities Act provided grant money to states coming from capital and seed money from the federal government. This was used as incentive to implement education preparing students to transition from school to work. The act aimed to create program to encourage students to achieve higher education post-high school, then move on to work, focusing on the student's strengths, abilities, goals, career choices, and interests. -
Land-Grant to Tribal Colleges ✅
Tribal colleges were authorized by the US Congress as land-grant colleges. These developed transfer agreements with affiliated state universities to allow students form 2-year programs to work toward further education. These colleges, located on or near Indian reservations provided post-secondary education, degrees, and vocational training for both India and non-Indian students. -
Eduction Amendment Act (Perkins 3) ✅
Perkins 3 amended Perkins 2 by provided an even more detailed definition of vocational education, focused on improving student achievement and preparing them for further education. The act promoted reform, innovation, and continuous improvement in CTE as well as addressed individual needs, community involvement, and the transition from secondary school to college and professional development. -
No Child Left Behind Act ✅
The No Child Left Behind Act amends elementary and secondary programs to revise, reauthorize, and consolidate various programs. The four pillars of NCLB are based on stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents in education. State testing also played a role in NCLB. -
Carl D. Perkins Career & Technical Education Improvement Act (Perkins 5) ✅
Perkins 5 replaces vocational education with career and technical education (CTE) as the federal defintion. Tech prep was mandated to be funded and measured separately from post-secondary programs. These programs must meet a 90% target or require improvements to be made. The bill calls for "programs of study" which contain CTE content and lead to industry recognized credentials and certificates or an associate or bachelor's degree.